Preface

With the rapid development of network multimedia, book printing technology and other science and technology, as well as their wide application in practice, social symbols other than language play an increasingly important role in discourse communication. Scholars in the field of discourse analysis are gradually aware of the unique role of other
semiotic resources, namely modality, in the expression of meaning. Whether in literature or other non literary works, such as advertisements, news reports, legal documents, traffic signs and other different language categories of discourse, images, colors, sounds, page layout, materials and other modes can reflect certain meaning, and together with language to construct the overall meaning of the text. Therefore, the rise and development of multimodal discourse analysis theory is inevitable, and it is a brand-new theory emerging under the background of the increasingly prominent status of multimodal discourse in human life.

From the long-term situation of Japanese teaching, the teaching of Japanese course still continues the tradition of exam oriented education. The teaching content is mainly around Japanese passing examination. Most Japanese classes are still in a state of knowledge indoctrination. Classroom interaction only stays in a single question and answer mode, and even there is no classroom interaction. The traditional Japanese teaching mode does not make full use of modern teaching means and network resources, and the teaching content mainly comes from textbooks. From the perspective of students’ practical ability of Japanese, the ability of listening, speaking and writing is generally weak, and the teaching effect of Japanese is not ideal. With the development of information technology and the penetration of cultural elements, information transmission has shown a diversified
and multi-dimensional development trend.
   How to cultivate the students’ innovative thinking ability is a major issue for Japanese teachers. In order to achieve the goal of Japanese talent training and deepen the teaching reform, the teaching process has become more and more critical. In Japanese teaching, it is necessary to cultivate students’ innovative thinking ability, stimulate their interest in learning, and let them form the habit of autonomous and conscious learning as soon as possible, so that the students can not only master the knowledge they have learned, but also master the methods of learning knowledge, so that they can apply what they have learned and learn flexibly.

前 言

随着网络多媒体，书籍印刷技术和其他科学技术的迅速发展以及它们在实践中的广泛应用，语言之外的其他社会符号在话语交际中扮演着越来越重要的角色。话语分析领域的学者们逐渐意识到其他符号资源，即模态，在体现意义方面的独特作用。无论在文学还是其他非文学作品中，例如广告、新闻报道、法律文件、交通标志等不同语类的语篇，图像、颜色、声音、页面布局、材质等各种模态都可以体现一定的意义，并和语言共同构建语篇的整体意义。因此，多模态话语分析理论的兴起与发展是必然的，是多模态话语在人类生活中地位日益突出的背景下应运而生的崭新的理论。
       从长期以来的日语教学状况来看，日语课程的教学还是延续着传统，以应试教育为主，教学内容主要围绕日语过级考试而展开，大多数日语课堂仍处于一种知识灌输的状态，课堂互动也只是停留在单一的问答模式上，甚至还存在无课堂互动的现象。传统日语教学模式没有充分利用现代化教学手段和网络资源，教学内容主要来源于课本。从学生的日语实际应用能力来看，日语听、说、写的能力普遍较弱，日语的教学效果很不理想。随着信息技术的发展以及文化元素的渗透，信息传递已呈现多元化、多维度发展趋势。
       如何在日语教学中培养学生的创新思维能力，是一个值得广大日语教师认真探讨的重大课题。为实现日语人才培养目标，深化教学改革，教学过程就变得越发关键。在日语教学中要培养学生的创新思维能力，激发他们的学习兴趣，尽快让他们形成自主、自觉学习的习惯，使培养出来的学生不仅能够掌握所学的知识，还能掌握学习知识的方法，学以致用，学能活用。